Category Archives: Classroom Techniques

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Checking in on Student Mental Health, Generative AI Usage, and Academic Integrity

In his book The Nineties, Chuck Klosterman sets the stage for his analysis of the 1990s by setting up how generations tend to view each other, a theme he’s built on across many of his essay collections:

“Younger generations despise older generations for creating a world they must inhabit unwillingly, an impossible accusation to rebuff. Older generations despise new generations for multiple reasons, although most are assorted iterations of two: They perceive the updated versions of themselves as either softer or lazier (or both). These categorizations tend to be accurate. But that’s positive. That’s progress. If a society improves, the experience of growing up in that society should be less taxing and more comfortable; if technology advances and efficiency increases, emerging generations should rationally expect to work less. If new kids aren’t soft and lazy, something has gone wrong.”

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“I want that!” The Ins and Outs of Third-Party Tools and the Technology Adoption Process
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“I want that!” The Ins and Outs of Third-Party Tools and the Technology Adoption Process

“Man! I LOVE this tool!”

Have you discovered a tool that changes everything in your teaching? Maybe it makes your grading simpler or easier, or maybe it provides a more interesting or thought-provoking way to engage your students with the material. 

You may have even heard that the tool you like can integrate with your learning management system (LMS), and are wondering about the process of getting the tool adopted on a larger scale for your department, college, or even the whole institution.

Here’s a handy guide to everything “third-party”, and how you can best make use of these resources in your class. Continue reading →

Classroom of engaged college students using laptops, with bold text overlay reading "Increase Students' Engagement Through Feedback."

Increase Students’ Engagement Through Feedback

As instructors, we know the importance of feedback and checking for students’ understanding of course material. However, we often rely on traditional methods of assessment, like essays and exams. These methods are effective but don’t always allow for timely and constructive feedback. Giving feedback to students in real time helps them identify areas for improvement, deepen their understanding of course material, and develop essential critical thinking skills. Below I’ve shared some strategies to solidify your students’ knowledge prior to a high-stakes assessment. Continue reading →

Teaching and Learning Through Tabletop Games

Teaching and Learning Through Tabletop Games

As someone deeply rooted in the intersection of game design and pedagogy, I’m always on the lookout for ways to engage students through games and play. “Tabletop game” can mean a lot of things, but at the most basic they’re exactly what they sound like– games you play on a table. The most common examples of tabletop games are poker games and tabletop roleplaying games (TTRPGs) like Dungeons & Dragons. If you also want to play other games like mahjong, then you may check out mahjong slot here. You may also check out online gambling platforms like 918kiss if you’re looking for exciting prizes. You may also play situs slot games to help you relax and de-stress.

Whether they’re used to build social familiarity, develop communication skills, enhance critical thinking, or simply break traditional lectures’ monotony, tabletop games have carved out a niche as powerful educational tools. Continue reading →

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Bridging the Gap: Cultivating Soft Skills in Students for Lifelong Success 

In my interactions with faculty, a recurring concern emerges: the challenge of fostering essential academic skills in students. These skills encompass, among others, timely submission of assignments and effective communication. Often referred to as soft skills, they form the cornerstone of both academic and future professional success.    Continue reading →

Revamping Office Hours

I have a hard time getting students to come to my office hours. When I do have one-on-one conversations with students outside of class, they almost always feel like a breakthrough of some sort, especially when meeting with my online students that I rarely chat with synchronously. As I start to wrap up this quarter at DePaul and make my inevitable list of all the things I want to do differently next quarter, I’m looking for ways to see more students during my office hours. 

I’m not the only one trying to figure this out. Derek Bruff and Beckie Supiano reference the same study led by Jeremy L. Hsu at Chapman University. In Spring 2021, Hsu and his team surveyed 500+ STEM students and 28 instructors to figure out what they think about office hours. Students and instructors both identified “Ask questions or review material, including going more in depth into related concepts” as the top reason to use office hours. 

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How to Build Community in Your Class Without Using Icebreakers

How to Build Community In Your Class Without Using Icebreakers

Research has shown that college students who find a support community in the first 6 weeks of college are more likely to persist and complete their education (Woosley, 2003). Much of this community can be found and created outside of the classroom through co-curricular involvement, however, faculty are in a unique position to influence the success of their students. For example, a 2021 study found that students who felt a sense of belonging in their STEM program were more likely to persist to their second year (Garza et al.).
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